Slide 1 ___________________________________

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z
Media & ___________________________________
Educational
Implications
___________________________________

___________________________________

___________________________________

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Slide 2 z
___________________________________
Kannass & Colombo (2007)

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___________________________________

___________________________________

___________________________________

___________________________________

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Slide 3 z
___________________________________
Kannass & Colombo (2007)

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▪ Research varies:
▪ In the tasks used (e.g., performance, orientation, or
allocation), ___________________________________
▪ Type of distractors (e.g., auditory or visual), and

▪ Definition of distractor

___________________________________

___________________________________

___________________________________

___________________________________
Slide 4 z
___________________________________
Kannass & Colombo (2007)

▪ Continuous distractor: presented throughout the

___________________________________
task (e.g., background movie or television)

▪ Intermittent distractor: presented only periodically

(e.g., periodical short segments of a movie) ___________________________________
▪ Intermittent impede performance, but the effects of
continuous distractors vary with age
___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 z
___________________________________
Kannass & Colombo (2007)

▪ Preschoolers, 3.5- and 4-year-olds randomly ___________________________________

assigned to distractor cdtn and video-recorded
▪ Intermittent: 5-sec segment of tv show with blanks

▪ Continuous: 5-sec segment of tv show ___________________________________

▪ Control: no distraction

▪ Task (3 mins): Legos, Puzzles, Matching, and

Colouring
___________________________________

___________________________________

___________________________________

___________________________________

Slide 6 z
___________________________________
Kannass & Colombo (2007)

▪ Measures and Coding

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▪ Task Score: sum of correctly placed pieces, and a total
sum across tasks
▪ Attention and inattention: mean time elapsed for looking ___________________________________
or looking away
▪ Looking to the distractor (TV): mean time elapsed for
looking at the TV
___________________________________

___________________________________

___________________________________

___________________________________
Slide 7 ___________________________________

Kannass & Colombo (2007)

z

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 8 z
___________________________________
Kannass & Colombo (2007)

▪ Shows how different types of distractions affect

task performance and attention in early childhood
___________________________________
▪ Contrast with adult research, showing
developmental change in distractibility
▪ Association between attention and performance is
___________________________________
stronger when attention is “challenged” by
distractors
___________________________________

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___________________________________

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Slide 9 z
___________________________________
Wright et al. (2001)

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___________________________________

___________________________________

___________________________________

___________________________________

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Slide 10 z
___________________________________
Wright et al. (2001)

▪ Different types of TV can have different relations to

___________________________________
children’s intellectual development and the relation
is reciprocal
▪ Corteen, R. S., & Williams, T. M. (1986). Television and reading skills. In T. ___________________________________
M. Williams (Ed.), The impact of television: A natural experiment in three
communities (pp. 39-85). Orlando, FL: Academic Press.

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 z
___________________________________
Wright et al. (2001)

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▪ Different types of TV can have different relations to
children’s intellectual development and the relation
is reciprocal
▪ Viewing: Not a ton of evidence, more specific to age
___________________________________
range, SES, language proficiency
▪ Content: early skills, predictive skills, but not so for
fiction consumption (sports vs. news) ___________________________________

___________________________________

___________________________________

___________________________________

Slide 12 z
___________________________________
Wright et al. (2001)

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▪ Different types of TV can have different relations to
children’s intellectual development and the relation
is reciprocal
▪ Viewing and Content: (1) displacement of other, more
___________________________________
valuable, ways to spend time, and (2) general-audience
TV does not engage children’s intellectual efforts

___________________________________

___________________________________

___________________________________

___________________________________
Slide 13 z
___________________________________
Wright et al. (2001)

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▪ Different types of TV can have different relations to
children’s intellectual development and the relation
is reciprocal
▪ Methodological Issues: correlations are subject to
___________________________________
bidirectional or reciprocal effects and third variable
factors. Validity of tv viewing measurements

___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 z
___________________________________
Wright et al. (2001)

___________________________________
▪ Examine the relations of TV viewing to school
related skills and receptive language development
during preschool and early school years. ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 15 z
___________________________________
Wright et al. (2001)

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 16 z
___________________________________
Wright et al. (2001)

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▪ Time-Use Diary

▪ Classification of Programs Viewed

▪ Home and Family Characteristics

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▪ Academic Skills and Readiness

___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 ▪ Time-Use Diary & Classification of Programs

z
___________________________________

___________________________________
Wright et al. (2001)

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 18 z
___________________________________
Wright et al. (2001)

▪ Viewing predicting Test Scores

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
Slide 19 z
___________________________________
Wright et al. (2001)

▪ Viewing as a predictor of test scores

___________________________________
▪ Child-audience informative: early viewing (Period 1) predicted
better performance on all 4 tests (Wave 1), but no further and
only for Cohort 1 ___________________________________
▪ Child-audience animated: early viewing (Period 1) predicted
poorer performance at Wave 2 and 4, only for Cohort 1
▪ General-audience: early viewing (Period 1) predicted poorer
performance at Wave 2 – Cohort 1 & 2, different tasks. ___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 z
___________________________________
Applied Problem & Vocabulary

Vocabulary

Letter-number ___________________________________
Wright et al. (2001)

Letter-word

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 21 z
___________________________________

___________________________________
Wright et al. (2001)

Letter-word
Vocabulary ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
Slide 22 Applied problem & Vocabulary
z
___________________________________

___________________________________

Wright et al. (2001)

Letters and Number
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 23 z
___________________________________
Wright et al. (2001)

▪ Test Scores predicting Viewing

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 24 z
___________________________________
Wright et al. (2001)

▪ Test scores as a predictor of viewing ___________________________________

▪ Child-audience informative: early performance (Wave 2)
predicted viewing at Period 3, only Cohort 2
▪ Child-audience animated: early performance (Wave 2)
predicted viewing at Period 3, only Cohort 2
___________________________________
▪ General-audience: early performance (Wave 2) predicted less
time viewing later (Period 3), only Cohort 1
___________________________________

___________________________________

___________________________________

___________________________________
Slide 25 z
___________________________________
Wright et al. (2001)

___________________________________

___________________________________
Letter word

___________________________________

___________________________________

___________________________________

___________________________________

Slide 26 z
___________________________________

___________________________________
Wright et al. (2001)

___________________________________
Vocabulary

___________________________________

___________________________________

___________________________________

___________________________________

Slide 27 z
___________________________________
Wright et al. (2001)

___________________________________

___________________________________
Academic skill and language

___________________________________

___________________________________

___________________________________

___________________________________
Slide 28 z
___________________________________
Wright et al. (2001)

Child-audience informative programs ___________________________________

▪ Effects of tv viewing depend on content and genre

▪ Outcome variables largely academic

General-audience programs
___________________________________
▪ Showed strongest effects and long lasting

▪ Displacement and engagement

___________________________________

___________________________________

___________________________________

___________________________________

Slide 29 z
___________________________________
Ferguson (2011)

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 30 z
___________________________________
Ferguson (2011)

▪ Attentional problems have a strong biological and ___________________________________

genetic basis
▪ Some evidence that playing action video games
may enhance cognition and attention ___________________________________
▪ Current literature continues to use poorly validated
outcome measures, lack of controlling confounds,
and inappropriate generalizations
___________________________________

___________________________________

___________________________________

___________________________________
Slide 31 z
___________________________________
Ferguson (2011)

___________________________________
▪ Examine the relationship between television and
video game use on attention problems and GPA
▪ Controlling for gender, family income,
neighbourhood and peer quality, family
___________________________________
environment, and mental health outcomes (e.g.,
depression, anxiety, and antisocial personality traits)
___________________________________

___________________________________

___________________________________

___________________________________

Slide 32 z
___________________________________
Ferguson (2011)

▪ N = 603, 10- to 14-year-olds

___________________________________
▪ Demographics

▪ Negative life events

▪ Attention problems
▪ Neighbourhood, negative relations with
adults, family attachment, and
delinquent peers, antisocial tendencies,
▪ Youth and parent ___________________________________
▪ GPA
family, peer, and school environment

▪ Family Violence – Conflict Tactics Scale

▪ Media Questionnaire ___________________________________

▪ Depression and Anxiety

___________________________________

___________________________________

___________________________________

Slide 33 z
___________________________________
Ferguson (2011)

▪ Bivariate correlations ___________________________________

▪ Attention (child) → positive relation to tv and video
game viewing and violence
▪ Attention (parent) → positive relation to tv and video ___________________________________
game violence
▪ GPA → no relation to tv and video game viewing or
violence
___________________________________

___________________________________

___________________________________

___________________________________
Slide 34 z
___________________________________
Ferguson (2011)

▪ Hierarchical multiple regression on 3 outcome ___________________________________

variables: Attention (child), Attention (parent), and
GPA
▪ Attention (child) → not correlated with tv and video
game viewing or violence
___________________________________
▪ Attention (parent) → same

▪ GPA → more of the same

___________________________________

___________________________________

___________________________________

___________________________________

Slide 35 z
___________________________________
Ferguson (2011)

▪ Little doubt that extreme amounts of media use can

___________________________________
cause academic problems such that they eliminate
time for studying or other necessary activities

▪ BUT
___________________________________
▪ Very little evidence that media consumptions
causes attentional problems
___________________________________

___________________________________

___________________________________

___________________________________

Slide 36 z
___________________________________
Ferguson (2011)

___________________________________
▪ Think-Pair-Share

▪ Have a look at the bivariate correlation table. There

are a bunch of relations that are no longer there ___________________________________
when you check out the hierarchical regression
table. Why is that?

___________________________________

___________________________________

___________________________________

___________________________________